Education In Great Britain Research Articles

PRIMARY SCHOOLS OF GREAT BRITAIN: STAGES OF FORMATION

The article proves that the formation of primary education in Great Britain took place over the centuries, starting with the creation of charitable and private schools for children of poor and wealthy families in the 17th-18th centuries, the opening of industrial, religious and grammar schools at the beginning of the 19th century. The creation of a system of general compulsory primary education in Great Britain took place at the end of the 19th century – the beginning of the 20th century, which was established by government laws that provided for obligatory and free education, as well as ensured control over the schools. This process continued in the 20th century. During this period, the primary school was divided into junior primary school and senior primary school; education in primary school consisted of key stages; the content and teaching methods were revised as well. The stages of formation of primary education in Great Britain are considered, namely: the first stage (XVII – first half of XVIII century) – formation and development of primary schools in Great Britain; the second stage (the second half of the 18th century (1780 – the foundation of the Sunday schools systems) – the beginning of the 19th century) – the development of Sunday schools and schools of mutual education; the third stage (the middle of the 19th century (1843 – the establishment of a Sunday school with a 4-year term of study) – the end of the 19th century) – the establishment of day-type schools, separated from religion, for the children of workers, as well as the petty and middle bourgeoisie; the fourth stage (the end of the 19th century (1870 – the Law on Compulsory Primary Education) – the creation of state primary boarding schools – the first half of the 20th century) – the formation of the state system of general education; the fifth stage (beginning of the 20th century – 1944) – the development of primary education (the adoption of a number of normative documents) and the sixth stage (1944 (Law on Education, Law on Compulsory Graduation Examination) – until now).

LEGAL FRAMEWORK OF SOCIAL AND PEDAGOGICAL SUPPORT FOR INTERNATIONAL STUDENTS IN THE UK HIGHER EDUCATION SYSTEM

The article analyzes legal framework of social and pedagogical support for international students in the higher education system of the UK. It is emphasized that in 2023, more than 679,970 international students chose to study in Great Britain, which indicates a high level of training. It is stated that there are a number of legal documents regulating the socio-pedagogical support of international students in higher education in Great Britain, which ensures equal opportunities for all students regardless of their origin. National policies on socio-pedagogical support of international students from 1999‒2023 are described. The author notes that national policies on international students can be broadly grouped into four main stages: the Prime Minister’s Initiative (PMI) 1999–2004; the Prime Minister’s Initiative (PMI2) 2006–2011; the Coalition’s International Education Strategy (IES) 2013–2017; the International Education Strategy 2019 – till now (with updating in 2021, 2023). The author underlines the considerable consistency with which the four phases of policy emphasize the importance of recruiting and attracting more international students, offering a warm welcome, recognizing the benefits of international students. It has been summarised that the policy changes are not sudden but gradual, and trends established under one administration are sustained, reinforced and developed by successive governments. The consensus that international students should be recruited only to the extent that they benefit the UK, however, is not changing radically.

ORGANIZATIONAL AND MANAGEMENT CONDITIONS OF FORMATION OF PRIMARY EDUCATION CONTENT IN GREAT BRITAIN

The study is dedicated to identifying the peculiarities of the formation of the content of primary education in Great Britain. In the modern conditions of globalization the study of the main laws affecting the formation and modernization of primary education content in Great Britain is relevant and necessary for the domestic national education system development. The research aim: to reveal the organizational and managerial conditions for the formation of primary education content in Great Britain. Methods of research: analysis, synthesis, generalization, specification, and comparison. Primary education in Great Britain occupies a prominent place in the education system, it is the basis of schooling. The content of education, primary including, is based on a combination of three key components: the formation of a management system based on educational results; stimulation of diverse cooperation of education subjects; implementation of freedom of choice principles. The countryʼs educational policy is aimed at developing and modernizing the content of primary education while preserving the country culture and history. In Great Britain, organizational and management actions are considered in terms of modern trends of management decentralization and centralization in the field of school education. The model of strategic development, financing, and management of general school education is an organizational condition for the formation of the primary school education content. The British centralized model of school education is a single-state management of general education throughout the country. Standardization is the basis of the organizational and management model of the formation of the content of primary education, which is mandatory with a variable structural and content component, implemented through the National Curriculum. Formation of primary education content in Great Britain depends on many factors, including the basic organizational and management conditions, which is a model of strategic development, management, and financing of general school education.

Domestic and foreign experience of forming research competences of participants in the educational process

The article examines the peculiarities of mutual education of pedagogical workers abroad. The forms of work on the formation of scientific and research competences of teachers in the European scientific school of the CERN nuclear research center are described. The directions of cooperation between CERN and the Minor Academy of Sciences through the operation of online schools for teachers, school and extra-curricular education workers have been determined. The directions of offline and online cooperation of representatives of the international scientific school in the United States of America at the Argonne National Laboratory and pedagogical workers of the national laboratory of the Minor Academy of Sciences are presented. For scientific schools, the peculiarities of the formation of scientific and research competences of teachers undergoing internship at the Argonne National Laboratory are indicated. The features of improving the qualifications of pedagogical workers in the countries of the European Union and the formation of their scientific and research competences for the purpose of further training of students in research activities in institutions of general secondary education are revealed. The reasons for the popularity of improving the qualifications of pedagogical workers in the countries of the European Union, which offer teachers to undergo internships on the basis of educational institutions for the purpose of forming their scientific and research competences, further training of students in research activities, are reflected. Innovations in the cooperation of the participants of the educational process in author's schools, scientific and pedagogical schools, which reflect the main world trends, are presented. In order to determine modern methods of formation of scientific and research competences of pedagogical workers, the methods of their professional growth, which are used in educational institutions abroad, were analyzed. Directions for improving the level of teaching of teachers in Austria due to the possibilities of the websites of educational institutions and the websites of the federal states have been identified. The principles of managing adult education, non-formal and informal education in Great Britain, Germany, and France are considered. Prospective directions for the organization of the activities of participants in the educational process have been determined.

PRIMARY EDUCATION IN GREAT BRITAIN AT THE BEGINNING OF THE XXI CENTURY: GOALS, CONTENT AND TASKS

The article substantiates the peculiarities of the development of primary education in Great Britain at the beginning of the 21st century. The goals and tasks of school education are defined: transfer of cultural experience (elements of cultural experience that are recognized as valuable by a significant part of society); socialization of youth (useful models (norms) of behavior and values, understanding of tasks, skills and knowledge necessary for the social roles performance); preparing for mastering a specific profession; formation of general (extracurricular) skills. In the primary education, the emphasis is placed on acquiring knowledge regarding the development of basic competences on the development of the ability to assimilate the content of social experience. The tasks of primary education in Great Britain are singled out: expanding the horizon of children's activities in the social-cultural environment; providing assistance to children in acquiring practical skills and ideals of the values of a democratic society (tolerance, responsibility and respect for the rights of others); stimulating the development of knowledge, skills and the formation of views; preparing the student to overcome obstacles, to independently search for a solution to any problem. The British model of school education content is characterized as a combination of personality-oriented and competence-based, contributing to the schoolchildren socialization, providing the opportunity to become a competent person with formed ability to apply the acquired knowledge and skills in a specific life situation to solve practical tasks. It was concluded that the modern approach to the development of primary education in Great Britain consists in the rapid implementation of the function of promoting the education of student, strengthening the subject position of the teacher, his high mobility and flexibility.

Development of Distance Learning in the Context of Covid-19

According to a UNESCO report, the main factor in the disruption of the education system in the 21st century was the quarantine measures of the COVID-19 pandemic, which directly affected the education of more than 220 million students in the world (UNESCO, 2021). Thus, the purpose of the study is to assess the level of education of the graduates of higher education in Great Britain from May - November 2021 during quarantine measures. The achievement of the set goal was implemented through a survey of 1157 students from various higher education institutions in Great Britain, which was conducted in May and November 2021. This made it possible to identify certain regularities and trends in the adaptation of the English system of higher education to new conditions of the study. Thus, self-study and distance learning under the supervision of teachers became the determining method of education, which in percentage terms reached 55%, and at the same time, the level of group work in studying previously presented lecture material decreased by 36% (from 76% to 40%) due to technical difficulties and physical stay students in different parts of the country. However, the overwhelming majority of students remained motivated to study and showed adaptation to the new online educational environment. Overall, the study highlights the importance of developing and supporting distance learning in the future, which can become an additional tool to ensure access to education worldwide.

DIGITAL ART IN THE TRAINING OF DESIGN AND TECHNOLOGY SPECIALISTS

In the introduction of the article, the main trends of the modern world economy and their influence on the training of Ukrainian specialists in design and technology are clarified. The need for the synthesis of information technologies with art and scientific design education is emphasized. In the analysis of the latest researches and publications, provisions regarding the development of new forms and methods of training specialists in design and technology are singled out; development of scientific and artistic synthesis "science-art", mastering of digital art. A comparative analysis of the practical experience of design education in Great Britain and Ukrainian design education was carried out. The experience of using digital art for visual presentation of analytical computer graphics, which is necessary for digital illustration, is presented. Specific methods of research in the field of design education are characterized, corresponding to the modernized descriptors of the international and national framework of qualifications. It is recommended that the new descriptors of the National Framework of Qualifications be applied taking into account the STEAM approach to professional design education, where the abbreviation MM stands for design management and design marketing. The comments indicate insufficient digital socialization of design and technology specialists and little use of digital art in the training of design and technology specialists. The conditions for the transformation of the field of design in the cybertopia paradigm are formulated.Key words: digital art, design and technology, virtual environment, design education, science art.

ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ В ОСВІТІ ДОРОСЛИХ В СУЧАСНИХ УМОВАХ СУСПІЛЬНОГО РОЗВИТКУ УКРАЇНИ

The article determines the features of adult education in Great Britain including the historical aspect of development. In general the adult education is the important part of continuous education. Among European countries Great Britain and Denmark are the leaders in distribution of professional studies and adult educations. There have been created new programs and projects of international educational processes supporting in these countries. In such projects considerable attention is paid to planning and training of adult individuals. At the same time, the adult education in Great Britain is one of priorities of public policy and bases on old historical traditions, high-quality indexes, sound scientifically-pedagogical researches, and practice of realization led to the effectiveness. The analysis of scientific literature showed that there have been used plenty of terms of continuous education conception in Great Britain, among them continuing education, andragogy, andragogics, andragology, recurrent education, adult education, permanent education, adult pedagogy, lifelong learning, оpen learning, and further education. The Open University became one of main universities of Great Britain that developed the idea of adult education. The author also admitted, that at the end of 70th the mechanism of government control of adult education system in Great Britain changed enough. These changes touched the part of scientific and technical progress of general economic crisis on a background passing of the country to the system of free market relations. At the same time, in majority universities of Great Britain there were founded centers of adult education. Such centers proposed the academic courses of different forms of studies and offered the ideas of forming knowledge in a counterbalance classic and called as transferring of knowledge from a teacher to the student. The introduction of innovative technologies in the system of adult education will change the reproductive nature of the acquisition of knowledge, skills and abilities of an adult.

.У. МЕЙТЛЕНД – П.Г. ВИНОГРАДОВ: УНИВЕРСИТЕТСКИЙ ВОПРОС В АКАДЕМИЧЕСКИХ БИОГРАФИЯХ ПРОФЕССОРОВ

This article discusses the problems of higher education in Great Britain and Russia between the second half of the 19th and the early 20th century as viewed by the historian and lawyer F.W. Maitland (1850–1906) and the Russian-English legal historian P.G. Vinogradoff (1854–1925), both struggled to reform higher education in these countries. The relevance of the study is due to insufficient data on the activities of British and Russian historians to transform the traditional system for training lawyers and historians at Cambridge and Moscow universities. Comparative analysis of the weak spots identified by F.W. Maitland and P.G. Vinogradoff in the English and Russian systems of university education was carried out by studying their articles and epistolary writings with the help of historical-comparative, historical, and biographical methods of research. The conclusions obtained help to understand the life paths of F.W. Maitland and P.G. Vinogradoff and are of potential interest for lecture courses on the historiography of the world and Russian history. The active role played by the scholars in bringing change to the education systems at Cambridge and Moscow universities influenced them considerably: for F.W. Maitland, who had acquired no higher rank but professorship since 1888, it hampered career growth; for P.G. Vinogradoff, it had fatal consequences in Russia (two resignations (1901, 1911) and emigration), but he acquired British citizenship and finally became an outstanding historian and jurist in England, which turned out to be an irretrievable loss for Russia.

Mary and David Medd’s work: domesticity in postwar British school design (1949–72)

ABSTRACT This article focuses on the schools developed by Mary and David Medd within the Ministry of Education in Great Britain, 1949–1976. Their main contribution to the field of Educational Architecture was the definition of a design strategy known as Built-in variety, where the self-contained classrooms (empty-box-school) disappeared in favour of a variety of dissimilar places. Indeed, the Medds sustained a very innovative view from which primary educational architecture was profoundly reconceptualised, getting closer to a home than to an institution. Actually, the paper argues that it was precisely this driving principle – school as a home – that was responsible for the dismantlement of the traditional school types. This article proposes a close look into the design process as an object of study in its own right, in search for the underlying principles of the Medds' primary school designs. The acknowledgement of some features of the English house has been a good means of coming to understand the Medds’ strategy and its domestic aura, for the schools’ spatial hierarchy recalls the internal spatial structure of Arts and Crafts houses of the late nineteenth century.

The Organisation of Formal Education of Fencing Coaches in Hungary, Great Britain and the Czech Republic

The paper deals with formal educational programmes for fencing coaches in Hungary, Great Britain and the Czech Republic. Based on a content analysis of mainly curricular documents, we were able to identify and describe similarities and differences in approaches to coach education. They were apparent primarily on the legislative, organisational and content level. The research shows that the road to coaching excellence takes a different length of time in different countries. It is even in sharp contrast to formal licence education of some fencing federations when it comes to a bachelor study programme. Differences were also found in the approach towards the organisation of practical training. The more traditionally designed education of coaches in Hungary and the Czech Republic differed from the education in Great Britain from a philosophical and content point of view, specifically in topics such as the application of soft skills and setting, planning and assessment of goals in coaches´ practice.

Examples from practice of the elementary education in Great Britain of the 19th century (R. Owen’s private initiative on people education)

The article studies the issue of the theory and practice of the elementary education development in Great Britain of the 19th century. A correlation between private initiative and State assistance in the formation process of the elementary schools net has been defined and proved by the samples from the history of the elementary education development. Special attention is given to the investigation of R.Owen’s private initiative on people education activity. Three periods in this activity have been identified according to changing R.Owen’s philosophy, publishing new works, searching for new forms of his private initiative on people education activity. New Lenark’s period in his education activity has been considered. The main trends of R.Owen’s education activity in the denoted period have been characterized. The goal of R.Owen’s public and education activity has been determined as paying attention of people and British government to the issue of creating and activity of elementary education schools. Assistance for two British educational specialists has been defined as one of the main trends in R.Owen’s education activity. Taking a part in the creating standards base of the elementary education development including Factory Acts (1802-1819) has been described as a considerable contribution in R.Owen’s education activity. R.Owen as a founder of kindergarten in Great Britain in 1816 ( a part of his Institute) has been ascertained in the investigation. R.Owen’s studying both native and foreign educational specialists experience has been pronounced the significant part of his education activity. It is concluded that elementary education school activity in Great Britain of the 19th century is characterized by private initiative. R.Owen’s education activity has received recognition in the elementary education development in Great Britain of the 19th century.

Interdisciplinary approach to studying history of women’s education in Great Britain

Interdisciplinary approach to studying history of women’s education in Great Britain

SOCIAL CONDITIONS FOR THE DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN

The article considers the social conditions for the development of secondary education in Great Britain (XIX – first half of the XX century). It was founded that an important factor in the formation of the British education system was the influence of the ruling class of aristocrats (landlords) and the petty nobility. It was founded that education of the majority of the population depended on the area, financial status of the family and religion. It was emphasized that religion played a significant role in the field of mass education. It has been shown that in the early nineteenth century, English society was engulfed in a movement of evangelical revival, as a result of which the Anglican Church could not control all its faithful, unlike the Catholic Church in Europe. It is determined that industrialization, urbanization and democratization have created conditions for social, political and economic transformations that required educated personnel. As a result, a number of laws were passed initiating reforms in primary and secondary education.

The changes of content of education in great Britain in the 19 th century during the period of foundation of national system of education

The article investigates the issue of the experience in theory and practice of organizing of national system of education in Great Britain during the 19 th century. Special attention is given to the education content. The role of changing content at three stages of education in the process of foundation of national system of education has been defined according to social and political, cultural and pedagogical prerequisites. The content components of education at three stages of the foundation of national system of education in Great Britain in the 19 th century have been analyzed. Lack of common, compulsory and legal content at first two stages has been proved. Dependence of education content on the types of education schools and pupils social classes of Great Britain of the 19 th century has been determined. General orientation of education content at three stages of formation of national system of education has been identified. It is concluded that content of education at three stages has its own characteristics. The main disciplines are Writing, Arithmetic, Reading Catechism and CraG. Secondary disciplines are the Sciences. Condensed character of education at the first two stages has been denoted. Education content was characterized by case studies on English, it was based on work education and teaching of writing, reading and arithmetic at the third stage. It was a lack of common curriculum in the education schools at first two stages. One of the significant disadvantages of education content at the first two stages is the prohibition of learning national languages at schools of Scotland and Wales. Education content at the third stage has been expanded by compulsory curriculum in English writing, reading and arithmetic for all schools of national system of education throughout the country. Sciences and Art disciplines have been introduced at the third stage. Compulsory religious education at the third stage has been prohibited for all education schools. Content of education at the third stage has been concretized by education schools committees, Ministry of People Education and its commissions.

BOOK REVIEW Martyn Hammersley and Andy Hargreaves (Eds.). Curriculum Practice: Some sociological case studies (3rd edition). London and New York: Taylor and Francis, 2012. Pp. 1-280. ISBN: 978-0-415-61517-4 (Print) ISBN: 978-0-203-81617-2 (e-ISBN).

BOOK REVIEW Martyn Hammersley and Andy Hargreaves (Eds.). Curriculum Practice: Some sociological case studies (3rd edition). London and New York: Taylor and Francis, 2012. Pp. 1-280. ISBN: 978-0-415-61517-4 (Print) ISBN: 978-0-203-81617-2 (e-ISBN).

RCGP William Pickles Lecture 2019: Training tomorrow's doctors, 1851-2051.

While researching William Pickles, famous for his 1939 book on epidemiology and for being the first president of the RCGP, I came across his article ‘Trends of general practice: a hundred years in a Yorkshire dale’ published in the Practitioner , 1951.1 I thought it might be of interest to look at changes in medical education over those 100 years and, potentially, the subsequent 100 years. In 1851, medical education in the UK was in a mess. The training of a practitioner in Britain in 1850 could vary from university study, to a series of courses in a provincial hospital, to broom-and-apron apprenticeship in an apothecary’s shop. The Victorian public were confused as to who was a doctor, a general practitioner (the term ‘general practitioner’ was unknown before 1800 but was firmly established by 1840), a physician, a surgeon, a barber surgeon, an apothecary, a druggist, or a snake oil merchant! The competing tensions between these conflicting practitioners are vividly drawn out in George Eliot’s novel Middlemarch , set in 1832. Dr Tertius Lydgate, who has radical ideas about infectious diseases from his overseas education, manages to fall out with both the local practitioners and the physicians brought from London. It took 16 bills and two select committees over 18 years for the 1858 Medical Act to be passed. Lord Cohen, writing in the BMJ in 1968, said that the 1858 act was the ‘pivotal event in the history of medical education in Great Britain and Ireland’ .2 The act enabled the public to distinguish between qualified and unqualified practitioners, and every organisation that granted medical qualifications was represented on the new General Medical Council. Dr Pickles entered practice in Wensleydale in 1913 and practised there for 50 years. His 1951 article hints at the very comprehensive medical …

Виды воспитания в системе частного образования Великобритании

Виды воспитания в системе частного образования Великобритании

The modern state of future doctor preparation in the Great Britain: comparative and pedagogical aspects

The article analyzes the current state of preparation of future British doctors in pedagogical and medical scientific literature. A number of peculiarities of educational processes in higher educational establishments of the Great Britain are outlined, a comparative analysis of professional training of specialists at medical universities has been carried out. There are a number of factors influencing the training of future doctors in higher educational institutions. It is noted that the General Medical Council approved the competencies and responsibilities of the doctor, these criteria are set out in the document "Good medical practice", the main idea of these standards is patient’s safety and high quality of medical services. Standards are presented in four areas: knowledge, skills and execution; safety and quality; communication, partnership and teamwork; trust support. Each of these sections contains paragraphs with recommendations and explanations for doctors behaving in a particular situation that may arise in the process of communicating and treating the patient, and suggests possible ways to resolve misunderstandings and conflicts.The emphasis is placed on the GMC General Health Board managing a quality assurance program that assesses how well the standards implemented by health schools are being effectively implemented. The General Medical Council also approves and evaluates postgraduate education, specialization, including the training of general practitioners and sub-specialist training; approves postgraduate programs.The article notes that the characteristic feature of education in Great Britain is the understanding of foreign-language professional communication as an integral component of foreign language education, which has certain regularities that are in the sight of specialists and implement reforms in its content and technology of functioning. The concept of professional foreign language communication is considered as a special interpersonal professional interaction in the field of informational and cognitive contact, which involves the exchange of information taking into account the possibilities of cognitive and emotional influences on the interlocutor

Особливості класифікації авіаційних інженерів відповідно до їх спеціальностей у Великій Британії

Вступ: Стаття присвячена проблематиці класифікації авіаційних інженерів в системі вищої освіти Великої Британії. Ця тема є важливим аспектом компаративного педагогічного дослідження фахової підготовки авіаційних інженерів у вищих навчальних закладах Великої Британії. Різновиди класифікації: Автором було проаналізовано декілька класифікацій авіаційних інженерів відповідно до Загального класифікатору академічних спеціальностей та Служби прийому до університетів та коледжів. Класифікація авіаційних інженерів: В статті було виявлено типи авіаційних інженерів за їхніми спеціальностями, головними дисциплінами та типами навчальних курсів. Було визначено які типи навчальних курсів є найбільш ефективними та роблять дипломованих спеціалістів найбільш конкурентоспроможними на світовому ринку праці. Висновки: Результати дослідження рекомендовано використовувати для подальшого аналізу вищих навчальних закладів, що пропонують фахову підготовку для авіаційних інженерів.